“Tell me and I forget, teach me and I may remember, involve me and I learn.” |
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Professionals Who Inspire My Practice
Teacher, author, and staff development leader who has taught forth, fifth, and sixth grade language arts and social studies in the Fort Worth, Texas area.
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JoAnne Schudt Caldwell, PhD, is Professor Emerita at Cardinal Stritch University in Milwaukee, Wisconsin, where she also served as Associate Dean of the College of Education and Leadership.
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Darrell Morris, EdD, is Professor of Education and Director of the Reading Clinic at Appalachian State University in Boone, North Carolina.
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What is the Science of Reading?
What does my child's teacher mean when he/she refers to my child's independent reading level? |
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Independent Reading Level
Level of text that student can read fluidly and comprehend without aid
Instructional Reading Level
Level of text that student can read with some support (eg: Guided Reading with Instructor)
Frustration Reading Level
Level of text in which more than 1 in 10 words are too difficult for the reader. Accuracy level: less than 90%. Comprehension is affected negatively.
Level of text that student can read fluidly and comprehend without aid
Instructional Reading Level
Level of text that student can read with some support (eg: Guided Reading with Instructor)
Frustration Reading Level
Level of text in which more than 1 in 10 words are too difficult for the reader. Accuracy level: less than 90%. Comprehension is affected negatively.
Understanding Reading Level Measures
Lexile
Most universal way to level text and reading ability
DRA - Developmental Reading Assessment
Levels text and reading ability
Reading Level Chart - Grade Level Equivalent
Hasbrouck and Tindal Fluency Chart
Levels reading fluency
Most universal way to level text and reading ability
DRA - Developmental Reading Assessment
Levels text and reading ability
Reading Level Chart - Grade Level Equivalent
Hasbrouck and Tindal Fluency Chart
Levels reading fluency
Understanding Reading Assessment |
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Screening Assessments
Purpose: To determine children who are likely to require additional instructional support (predictive validity).
When: Early in the academic year or when new students enter school.
Who: All students
Relation to instruction: Most valuable when used to identify children who may need further assessment or additional instructional support.
Diagnostic Assessments
Purpose: To provide specific information on skills and strategy needs of individual students.
When: Following screening or at points during the year when students are not making adequate progress.
Who: Selected students as indicated by screening or progress monitoring measures or teacher judgment.
Relation to Instruction: Provided specific information on target skills; highly relevant.
Progress Monitoring Assessments
Purpose: Frequent, timely measures to determine whether students are learning enough of critical skills.
When: At minimum 3 times per year at critical decision making points.
Who: All students
Relation to Instruction: Indicates students who require additional assessment and intervention.
Outcome Assessments
Purpose: To determine level of proficiency in relation to norm or criterion.
When: Typically administered at end of year. Can be administered pre/post to assess overall growth.
Who: All students
Relation to instruction: Provides index of overall efficacy but limited timely instructional information.
NC Approved Read to Achieve Reading Assessments
State approved reading assessments programs. Assessments vary by LEA, but all provide a Lexile Level
IRI / ARI or Informal Reading Inventory/ Analytical Reading Inventory
Individually administered diagnostic tool that assesses reading comprehension and accuracy. It measures three reading levels: Independent, Instructional, and Frustrational.
NC EOG
North Carolina End of Grade Test
NC Read to Achieve
North Carolina end of third grade initiative
Screening Assessments
Purpose: To determine children who are likely to require additional instructional support (predictive validity).
When: Early in the academic year or when new students enter school.
Who: All students
Relation to instruction: Most valuable when used to identify children who may need further assessment or additional instructional support.
Diagnostic Assessments
Purpose: To provide specific information on skills and strategy needs of individual students.
When: Following screening or at points during the year when students are not making adequate progress.
Who: Selected students as indicated by screening or progress monitoring measures or teacher judgment.
Relation to Instruction: Provided specific information on target skills; highly relevant.
Progress Monitoring Assessments
Purpose: Frequent, timely measures to determine whether students are learning enough of critical skills.
When: At minimum 3 times per year at critical decision making points.
Who: All students
Relation to Instruction: Indicates students who require additional assessment and intervention.
Outcome Assessments
Purpose: To determine level of proficiency in relation to norm or criterion.
When: Typically administered at end of year. Can be administered pre/post to assess overall growth.
Who: All students
Relation to instruction: Provides index of overall efficacy but limited timely instructional information.
NC Approved Read to Achieve Reading Assessments
State approved reading assessments programs. Assessments vary by LEA, but all provide a Lexile Level
IRI / ARI or Informal Reading Inventory/ Analytical Reading Inventory
Individually administered diagnostic tool that assesses reading comprehension and accuracy. It measures three reading levels: Independent, Instructional, and Frustrational.
NC EOG
North Carolina End of Grade Test
NC Read to Achieve
North Carolina end of third grade initiative
Frequently Used Resources |
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Effective Tutoring Instruction
Identifies Learning GapsAssessment and inventories identify independent and instructional level for appropriate instruction
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Employs Targeted InterventionSystematic, research-based practices provide foundation for content.
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Nurtures SuccessParent-Student-Tutor-Teacher team approach sets student up for success.
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